R&D activity is vitally important to modern industry and any firm leading in the research field for new technology will naturally increase its chances of financial success in the market place. To develop cutting edge products requires considerable resources combined with the ability to pursue innovation; a balance needs to be struck between R&D investment and production. The allocation of resources between R&D investment and production capital investment is essential for any firm competing in the high-tech products market. Both computer simulation and gaming simulation are major methods of analyzing such problems. Hybrid-gaming simulation is a new simulation method that allows computer simulation and gaming simulation with both AI agents and human players co-existing in the model. Instead of a normal computer simulation model this study uses a hybrid-gaming simulation model. In hybrid-gaming simulation, AI agents and human player agents compete with each other in a high-tech industrial model. The effectiveness and strategies of the AI agents and human players are compared and contrasted.
The purpose of this study is to examine whether the Industrial Waste Game (Hirose, et al., 2004), which is effective for college students, can be applied to environmental education at the high school level while comparing it with the video-learning method. First-year high school students were divided into 4 conditioned groups: debriefed after gaming, gaming only, video-learning, and a control group. Students in each group were asked to answer questionnaires for educational evaluation at two times: just after and four months after gaming.
For the evaluation, the questionnaires were made based on three viewpoints: how actively students come to access the industrial waste problem after the activity or learning, how well they understand the cause and effect of the social dilemma, and how much necessity of cooperation for solving the dilemma they feel. The result showed the students in the debriefed after gaming and gaming only groups attained a higher education effect than those in the other two groups.
The analysis indicated that the gaming method is more effective for students to understand the structure of the social dilemma and to attain higher motivation toward tackling environmental issues, and also to maintain longer-term motivation than the video-learning method, which is a type of knowledge offering environmental education.
The main goal of this article is to articulate both theoretical consideration and conceptualization for computer supported collaborative learning (CSCL) and educational activities as the ubiquitous jigsaw method in a ubiquitous environment. Collaborative learning consists of various needs to encourage greater motivation and understanding of each student than is true for ordinary learning styles. We can recognize that collaborative learning should provide more interactive, experiential, spatiotemporal and distributed services for anyone who wants to learn with others at any time. Therefore, I concentrate on exploring the possibilities of collaborative learning, which enables the reciprocal exchanging of experience and knowledge with various people in a ubiquitous environment. In addition,I can suggest that social network structures such as human relationships, the Internet and online nexus can be regarded as distributed knowledge bases and appropriate resources for collaboration in learning situations.
We have developed and implemented a training curriculum for pre-service teachers to help them plan JCT (Information and Communication Technology) integrated lessons. However, we found that the present ways of instruction, such as lectures and hands-on practice, were insufficient for helping inexperienced teachers distinguish the class situations in which ICT could be a powerful tool for effective teaching and helping them understand how to design JCT integrated lessons. For providing further assistance we opted to use “gaming” as a communication tool, and developed gaming materials. Through over two years of empirical studies, it was proved that the materials would facilitate teachers’ utilization of the knowledge acquired in the lectures for lesson planning. Moreover, it was found that the process of developing gaming materials contributed to the improvement of the curriculum. A further direction of this study will be revising the materials in order to correspond to individuals and to advise closely on teaching skills in JCT integrated lessons.